The Mental Health Services Honor Roll was developed for the benefit of students looking for, heading to, or currently enrolled in colleges; that they might see the types of services provided.

This distinction provides a look at 76 institutions that have shown a strong commitment to their students' mental health and well-being. Broadly, these schools display:

  1. Overall administrative support for campus mental health and well-being through its policies including commitments to staffing and student support.
  2. Students have a campus quality of life that is both healthy and attentive to overall well-being.

  3. Empowerment by the school through which students can address their own mental health with education programs and peer-to-peer offerings.

We collected data from nearly 740 schools in our 2026 Campus Mental Health Survey. You can find this data on each school's college profile or through our dedicated Campus Mental Health page here.

How It Works

We assembled a panel of experts in higher education mental health practices to produce a survey for school administrators. The panel then selected key questions for our honor roll criteria. As with all our research, nearly all 4-year colleges and universities are invited to participate early in the year.

We asked all the schools we annually collect data from to answer questions about their efforts to provide (and continually develop) a student experience centering around mental health and wellness. Colleges that did not supply answers to the survey are displayed as Not Reported in the Mental Health and Wellness section of their college profile. The schools have an opportunity to update their Campus Mental Health data every year and will have their data posted online upon completion of their reporting.

The questions covered include:

1.Training is available for students and faculty/staff in at least one of the following Question, Persuade, Refer (QPR); Applied Suicide Intervention Skills Training (ASIST); SafeTALK; Mental Health First Aid; Talk Saves Lives; Campus Connect 

Our board notes that ideally a campus reviews a number of well-established prevention programs and selects one which best suits the needs of their campus. Selection criteria is often based on cultural fit, number of trainers required, length of training, mode of training, target audiences, and resources available. At times, a campus might select more than one well-established training for different populations on campus. It might also create customized trainings, but the key is that anything available to students “should have clear outcomes and learning objectives.” Colleges have an opportunity to help respond to and treat those mental health issues that first occur in those between the ages of 18 and 24, and the wider the range of training, the more a school can cover. 

2.Institution has a Chief Behavioral Health Officer (and/or Chief Wellness Officer) tasked by the administration to advise on and implement policies and programs related to mental health on campus

Our board notes that these positions not only demonstrate a commitment to collegiate mental health but show a respect among colleagues in various roles throughout campus for the expertise of an experienced mental health professional as well as an acknowledgement of the specialized nature of the role. Ideally, the person in that role and/or designees from their team consult on curricular issues, campus-wide strategy, environmental scans, faculty and staff (not just student) onboarding, risk mitigation, budgetary planning, fundraising, donors and campaigns. The person in this role is also able to remain current and share best practices and national (and beyond) trends with the wider campus community, as they are members (often leaders) in professional organizations and advisory boards focusing specifically on collegiate mental health. Most important, they can ensure the alignment between the scope and depth of what a campus seeks to deliver, messages that they deliver and is resourced to deliver. 

3. Clinicians are trained to provide care to these specific groups: First-generation students; International students; LGBTQIA+ students; Neurodiverse students; Racial/ethnic minority students; Student-athletes; Students experiencing discrimination based on gender identity; Students experiencing discrimination based on race/ethnicity; Students experiencing discrimination based on sexual orientation; Students experiencing eating concerns; Students experiencing religious discrimination; Students on scholarship or financial aid; Students who are veterans; Students with Substance Use Disorders 

Members of our board agree that it is critical to include the thoughts, opinions, and experiences of students, faculty, and staff to ensure that services and resources meet their needs. They note that college counseling centers should have clinicians with not only an interest in specialty areas and engaging with specific groups but, also, postgraduate/post-licensure training and expertise in those areas. The more varied these backgrounds, the better served specific groups will be, whether through individual and group psychotherapy, specialty workshops, outreach programming, or supervision of trainees. Additionally, schools can continue to grow by listening to direct feedback from their intended audience. This not only improves the appropriateness and acceptability of services but shows students, faculty, and staff that their college or university is invested in their mental health and well-being. Board members add that any programs or communications produced by the school should be responsive to feedback from specific groups, so that it can tailor to their needs.

4. How often a wellness screening and assessment of all students is conducted 

Our board leans in favor of regular, widespread screening (campus screening days, screenings in primary care medical services, online screenings sent to randomly selected students via email, etc.) for two reasons: First, it introduces students to available resources and supports they may not have sought out on their own. Second, it is an awareness-raising tool that helps to destigmatize any negative perceptions about seeking services, and the board suggests there’s a value in making these screenings as routine as a yearly physical that checks for things like high cholesterol or blood pressure. 

5. Institution has peer-to-peer offerings relating to mental health

Board members note that even schools that are fully staffed around the year to provide professional coverage to students may benefit from developing peer-to-peer offerings for one simple reason: some students may feel more comfortable speaking with a fellow classmate. Just as trained clinicians may be better served to meet the needs of students from specific backgrounds (see Question #3 above), so too may those who have been through similar stressors on campus be seen as more empathetic. It’s also possible that students may be more willing to take issues that they deem less serious (although not necessarily objectively less serious) to a peer as opposed to a professional. Ultimately, peer programs have a long history of thriving and playing an important role on many campuses. 

6. Institution incorporates mental health and wellness into the residential experience

Emotional and physical well-being are foundational to academic rigor. Our board explains that a healthy integration of well-being across campus, from curriculum to athletics to residential life, can demonstrate that campus leadership is just as committed to the emotional wellness of students as they are to their academic wellness. They also point to the natural infrastructure of residential communities, which can support campaigns and programming that normalizes healthy communication, sleep, eating, and self-care. 

7. Institution has a mental health/wellness program that makes counseling, referral, and well-being services available to all students 

There is no way to predict the services that students will need, which is why a robust referral network is a key part of a counseling center’s network of care. Off-campus referrals allow for targeted expertise in a variety of specialty areas (eating concerns, substance abuse, trauma, etc.), as well as the opportunity for a higher level and/or higher frequency of care. Having such services available helps to broaden coverage. 

8. Institution has a website that consolidates information about the institution’s mental health offerings/efforts 

Think of this akin to a tree falling in the forest when nobody’s around: if a school has services that students remain unaware of, how useful are those offerings? To that end, the board notes that websites are essential in dispensing clear and concise messaging regarding mental health resources, wayfinding, screening tools, and asynchronous learning. Websites are also now being used effectively to guide students to navigate off-campus referral databases; make students aware of the counseling center’s scope of service; manage expectations and provide psychoeducation; and highlight important policies, procedures, and workflows (such as for seeking accommodations). According to findings from the NIH, there is a positive correlation between enrollment size in programs and the clarity of online information. 

9. School offers either for-credit or non-credit mental health/well-being education for students

The value of well-being courses being a part of the curriculum is akin to the value of education being a natural part of residential life (see Question #6), or as the board puts it, it reduces stigma and normalizes help-seeking. It also gives faculty an opportunity to model discussing mental health topics, which allows them to appear more approachable and less intimidating to students. An increase in the number of available courses brings with it the opportunity to shift culture on campus where a discussion of mental health, help-seeking, and self-care becomes common place and part of the fabric of the university. 

10. Institution’s counseling center is accredited or if not accredited, uses accrediting guidelines to set expectations 

The institution’s counseling center is either accredited or, if not formally accredited, uses recognized accrediting guidelines to establish and maintain high professional standards. Accreditation reflects that the counseling center has voluntarily undergone a comprehensive external review by a team of counseling professionals, verifying that its services meet the highest established standards in the field. Centers that are not accredited but follow accrediting guidelines demonstrate a commitment to aligning their practices with these same rigorous expectations.

11. School has an official support program in place for students returning from mental health leave of absence

Institutions of higher education support the self-determination of all students, especially those students who are actively enrolled in classes and students taking a leave of absence. The board recognizes students, their families, and their supporters have a right to choose what their wellness goals are and how they want to proceed in achieving those goals. Institutions support students to make informed decisions about taking a leave of absence and provide pathways that are equitable for return. 

12. Number of months a year your counseling center is open and fully staffed 

The board feels that the level of services provided need to reflect the student presence on campus. This may vary depending on the type of school, or whether it is open year-round. What’s important is that students are aware of when they will reliably be able to seek counseling, and that there are alternatives available for students who need continued care.

13. Does your institution provide programming or support addressing the mental health impacts of identity-based stress, bias, or discrimination? 

Our board notes that students from marginalized communities experience unique stressors related to their identities, and that mental health support must be culturally responsive and affirming. Institutions that proactively address the mental health impacts of discrimination—including antisemitism, racism, homophobia, religious discrimination, and other forms of bias—demonstrate an understanding that systemic and interpersonal discrimination directly affect student well-being. Board members emphasize that this includes both prevention programming (education on recognizing bias, bystander intervention) and responsive support (counseling attuned to identity-based trauma, support groups, coordinated outreach to affected communities). When students see their institution explicitly naming and addressing identity-based harm, it signals that leadership takes their experiences seriously and is invested in creating an inclusive environment where all students can thrive. 

14. Institution has a mental health task force, committee, office, and/or coordinator that are tasked by the administration to advise on and implement policies and programs related to student and employee mental health on campus

Our board recognizes that mental health and wellness require coordinated, campus-wide effort across multiple departments and constituencies. A dedicated task force, committee, or coordinator position demonstrates institutional commitment and ensures that mental health considerations are integrated into decision-making across academic affairs, student life, human resources, residential life, and other key areas. Board members note that these bodies are most effective when they include representation from students, faculty, staff, counseling professionals, and campus leadership, and when they meet regularly to assess needs, coordinate programming, share best practices, and ensure accountability. This infrastructure also provides a central point of contact for communication, reduces silos between departments, and helps translate institutional commitment into concrete action. 

15. Which of the following are part of your institution’s mental health crisis response infrastructure and after-hours support offerings? 24/7 crisis hotline (institution-operated or external partner); 24/7 access to licensed clinicians via telehealth; After-hours on-call counseling staff; Campus security or emergency services trained to respond to mental health crises; Referral to external crisis services only (e.g., 988, local providers); Formal crisis response protocol; Coordination between counseling and campus safety; Multidisciplinary crisis response team; Post-crisis follow-up support; Tracks response times or outcomes 

Our board emphasizes that mental health crises do not occur only during business hours, and that institutions must ensure 24/7 access to support and intervention. A comprehensive crisis response infrastructure includes multiple pathways for students to access help (hotlines, telehealth, on-call staff), trained responders who can de-escalate and assess risk, clear protocols that coordinate between counseling and campus safety, and critically, post-crisis follow-up care that ensures continuity of support. Board members note that tracking response times and outcomes allows institutions to identify gaps and continuously improve their systems. Additionally, staff training on mental health crisis response—across counseling, security, residential life, and other departments—ensures that all campus responders can recognize warning signs and connect students with appropriate resources. A robust after-hours infrastructure sends a clear message to students that their safety and well-being are priorities at all times. 

Additionally, The Princeton Review and the Ruderman Family Foundation continue to collaborate on their effort to collect and report on campus mental health offerings.

The 2026–2027 Campus Mental Health Advisory Board includes the following members:

  • Clara Godoy-Henderson, Health Services and Policy Research PhD Candidate at Boston University 
  • Brett Harris, Principal Research Scientist at NORC at the University of Chicago; Clinical Associate Professor, University at Albany School of Public Health; President, New York State Public Health Association; Executive Board, American Public Health Association 
  • Molly Hart, MS, Research Fellow, Boston University Center for Psychiatric Rehabilitation 
  • Sarah Ketchen Lipson, PhD, EdM, Boston University, Associate Professor, Health Law Policy and Management; Principal Investigator, Healthy Minds Network 
  • Nadja Lopez, PhD, William James College, Executive Director, Center for Behavioral Health, Equity, and Leadership in Schools; Director, Graduate Certificate in Leading Transformative Mental Health in Schools 
  • Karen Singleton, PhD, Massachusetts Institute of Technology, Deputy Chief Health Officer, MIT Health 
  • Eric Wood, PhD, Texas Christian University, Director of Counseling & Mental Health